MCPS is cuttting compacted math and cohorted literacy enrichment

[Anonymous]

Anonymous wrote:On the bright side now students can do pre cal at 9th grade and no need to go to high school for Algebra2 at 8th grade. A terrific news for advanced kids.

Anonymous wrote:If you have a gifted or advanced kid, MCPS is basically telling you that it no longer will serve them. Math acceleration will now be within a heterogenous class just like model 2 of the CKLA enrichment this year. And they are getting rid of homogenous groups for CkLA enrichment next year. If you care at all, write to the board today before they discuss this this afternoon: Here is the deck for today’s presentation to the board on math. It looks like they are getting rid of compacted math all together and doing “acceleration” in mixed classrooms (however that will work). 5th graders are going to end up repeating content. They’re also proposing to get rid of cohorted enrichment for ELC. If you are concerned about this like I am, please reach out to the board today before they discuss this afternoon:
https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/DTUE6G38E612/$file/Accelerate%20Enrich%20Learn%20Literacy%20Math%20260507%20PPT.pdf

Yeah, after they pass through dumbed down Integrated Algebra, skipping the prep material they need for precalc.

[Anonymous]

The teachers will feel like they have their hands tied on this so parents will have to advocate. Can MCEA survey the elementary teachers about unrealistic expectations here?

[Anonymous]

Anonymous wrote:The teachers will feel like they have their hands tied on this so parents will have to advocate. Can MCEA survey the elementary teachers about unrealistic expectations here?

The teachers are still ultimately evaluated based on mcap scores. They have two students, one who understands fraction multiplication and really should move on to fraction division and one who still doesn’t understand what a fraction even is. Who is the teacher going to focus on?

[Anonymous]

Anonymous wrote:Okay I’ve been thinking about this all afternoon. Can someone explain to me how the cluster grouping is acceleration and not just enrichment? From the presentation it seemed like the said that students could be accelerated on a unit by unit basis and some things would still be whole class. But… how does that work if a kid is truly ready to move faster through the curriculum? They’re all still in the same class.

Then, they suggest that someone could jump from say accelerated 5th to pre algebra or they could go to accelerated 6th. How is that then not skipping content?

I truly don’t understand how they’re proposing this works…

They do not have a plan for acceleration. They have a plan to say they offer acceleration while eliminating meaningful acceleration to hide racial disparities

[Anonymous]

Anonymous wrote:

Anonymous wrote:If you have a gifted or advanced kid, MCPS is basically telling you that it no longer will serve them. Math acceleration will now be within a heterogenous class just like model 2 of the CKLA enrichment this year. And they are getting rid of homogenous groups for CkLA enrichment next year. If you care at all, write to the board today before they discuss this this afternoon: Here is the deck for today’s presentation to the board on math. It looks like they are getting rid of compacted math all together and doing “acceleration” in mixed classrooms (however that will work). 5th graders are going to end up repeating content. They’re also proposing to get rid of cohorted enrichment for ELC. If you are concerned about this like I am, please reach out to the board today before they discuss this afternoon:
https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/DTUE6G38E612/$file/Accelerate%20Enrich%20Learn%20Literacy%20Math%20260507%20PPT.pdf

Mixed classes is "honors for all," which is why students read graphic novels"novels" in high school in English class.

Great job Thomas Taylor. We pay you $360K per year to dismantle excellence in the school district.

Sorry, this was gone before Taylor.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you have a gifted or advanced kid, MCPS is basically telling you that it no longer will serve them. Math acceleration will now be within a heterogenous class just like model 2 of the CKLA enrichment this year. And they are getting rid of homogenous groups for CkLA enrichment next year. If you care at all, write to the board today before they discuss this this afternoon: Here is the deck for today’s presentation to the board on math. It looks like they are getting rid of compacted math all together and doing “acceleration” in mixed classrooms (however that will work). 5th graders are going to end up repeating content. They’re also proposing to get rid of cohorted enrichment for ELC. If you are concerned about this like I am, please reach out to the board today before they discuss this afternoon:
https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/DTUE6G38E612/$file/Accelerate%20Enrich%20Learn%20Literacy%20Math%20260507%20PPT.pdf

Mixed classes is "honors for all," which is why students read graphic novels"novels" in high school in English class.

Great job Thomas Taylor. We pay you $360K per year to dismantle excellence in the school district.

Sorry, this was gone before Taylor.

Nope. We had magnets and advacement.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If you have a gifted or advanced kid, MCPS is basically telling you that it no longer will serve them. Math acceleration will now be within a heterogenous class just like model 2 of the CKLA enrichment this year. And they are getting rid of homogenous groups for CkLA enrichment next year. If you care at all, write to the board today before they discuss this this afternoon: Here is the deck for today’s presentation to the board on math. It looks like they are getting rid of compacted math all together and doing “acceleration” in mixed classrooms (however that will work). 5th graders are going to end up repeating content. They’re also proposing to get rid of cohorted enrichment for ELC. If you are concerned about this like I am, please reach out to the board today before they discuss this afternoon:
https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/DTUE6G38E612/$file/Accelerate%20Enrich%20Learn%20Literacy%20Math%20260507%20PPT.pdf

What homogeneous groups are you talking about for ELA? Our ES only has that during FIT

41 ESs adopted the homogeneous setting (Model 1), while the rest adopted the heterogeneous setting (Model 2). For the former one, some parents reported on this board that they were forced to just speed up and skip contents, so it proves again that implementation is critical, and MCPS is never good at that. Then, based on 3-months of data (basically winter MAP and fall MAP difference), they concluded that Model 1 is not successful and therefore let's go with Model 2 because the latter is more equitable.

Well and how do they even justify with a straight face making everyone switch to the model with worse results/lower scores?

How could they justify that they are creating 6 super regions in the name of equity?

Define equity. It keeps segregation as most kids cannot travel cross county and the w schools and bcc have it all so no need to leave.

[Anonymous]

Anonymous wrote:Okay I’ve been thinking about this all afternoon. Can someone explain to me how the cluster grouping is acceleration and not just enrichment? From the presentation it seemed like the said that students could be accelerated on a unit by unit basis and some things would still be whole class. But… how does that work if a kid is truly ready to move faster through the curriculum? They’re all still in the same class.

Then, they suggest that someone could jump from say accelerated 5th to pre algebra or they could go to accelerated 6th. How is that then not skipping content?

I truly don’t understand how they’re proposing this works…

They said the idea is that they will potentially cover topics from the next grade up on the same standard. The example they gave is that 4th grade place value goes from hundred thousands to hundredths while 5th grade adds millions and thousandths, so the accelerated kids would learn more different digits from the year ahead while their classmates are sticking to the 4th grade content. But that sounds very complicated to do in practice

[Anonymous]

Anonymous wrote:

Anonymous wrote:Okay I’ve been thinking about this all afternoon. Can someone explain to me how the cluster grouping is acceleration and not just enrichment? From the presentation it seemed like the said that students could be accelerated on a unit by unit basis and some things would still be whole class. But… how does that work if a kid is truly ready to move faster through the curriculum? They’re all still in the same class.

Then, they suggest that someone could jump from say accelerated 5th to pre algebra or they could go to accelerated 6th. How is that then not skipping content?

I truly don’t understand how they’re proposing this works…

They said the idea is that they will potentially cover topics from the next grade up on the same standard. The example they gave is that 4th grade place value goes from hundred thousands to hundredths while 5th grade adds millions and thousandths, so the accelerated kids would learn more different digits from the year ahead while their classmates are sticking to the 4th grade content. But that sounds very complicated to do in practice

If only there was someone they could ask who understood teaching elementary math to MCPS students

[Anonymous]

Anonymous wrote:How do teachers feel about teaching a classroom of one-level math to teaching up to five levels in a single classroom?

We wouldn't know, becuase MCPS didn't bother to ask them.

[Anonymous]

Well, my kid will be doing outside acceleration. This is ridiculous. And other parents with means will do the same. It will be GT kids from less resourced families who are left behind.

[Anonymous]

Anonymous wrote:

Anonymous wrote:How do teachers feel about teaching a classroom of one-level math to teaching up to five levels in a single classroom?

We wouldn't know, becuase MCPS didn't bother to ask them.

Par for the course. Nor were teachers asked about the new curriculum. I understand compacted math may not be the perfect solution, but it’s been effective with moving students and keeping them engaged in math.

Keep in mind that there will be a brand new curriculum next school year. There will always be a learning curve when implementing anything brand new. Now imagine a class of 24+ students in an upper elementary classroom. Some of those students will be EML students with varying levels of English. There will be students with IEPs in the classroom. Accommodations must be provided by the general education teacher. Some students may have human reader and scribe accommodations. There will be students with behavioral issues that must be addressed. There will be students who are enriched outside of school and will be comfortable with the grade level material. There will be one teacher in the classroom. It is simply not possible for one teacher to meet every student where they are, providing remediation and enrichment simultaneously and seamlessly, while delivering the grade level content using a brand new curriculum.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do teachers feel about teaching a classroom of one-level math to teaching up to five levels in a single classroom?

We wouldn't know, becuase MCPS didn't bother to ask them.

Par for the course. Nor were teachers asked about the new curriculum. I understand compacted math may not be the perfect solution, but it’s been effective with moving students and keeping them engaged in math.

Keep in mind that there will be a brand new curriculum next school year. There will always be a learning curve when implementing anything brand new. Now imagine a class of 24+ students in an upper elementary classroom. Some of those students will be EML students with varying levels of English. There will be students with IEPs in the classroom. Accommodations must be provided by the general education teacher. Some students may have human reader and scribe accommodations. There will be students with behavioral issues that must be addressed. There will be students who are enriched outside of school and will be comfortable with the grade level material. There will be one teacher in the classroom. It is simply not possible for one teacher to meet every student where they are, providing remediation and enrichment simultaneously and seamlessly, while delivering the grade level content using a brand new curriculum.

Why do they constantly change the curriculum?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do teachers feel about teaching a classroom of one-level math to teaching up to five levels in a single classroom?

We wouldn't know, becuase MCPS didn't bother to ask them.

Par for the course. Nor were teachers asked about the new curriculum. I understand compacted math may not be the perfect solution, but it’s been effective with moving students and keeping them engaged in math.

Keep in mind that there will be a brand new curriculum next school year. There will always be a learning curve when implementing anything brand new. Now imagine a class of 24+ students in an upper elementary classroom. Some of those students will be EML students with varying levels of English. There will be students with IEPs in the classroom. Accommodations must be provided by the general education teacher. Some students may have human reader and scribe accommodations. There will be students with behavioral issues that must be addressed. There will be students who are enriched outside of school and will be comfortable with the grade level material. There will be one teacher in the classroom. It is simply not possible for one teacher to meet every student where they are, providing remediation and enrichment simultaneously and seamlessly, while delivering the grade level content using a brand new curriculum.

Dead on description of what we do all day. Skilled educators can do this but it takes years to do it really well. But there’s a tipping point and they are truly lowering the bar. They need to find a better way. Mixed level WIN / FIT groups as a requirement in these grades?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do teachers feel about teaching a classroom of one-level math to teaching up to five levels in a single classroom?

We wouldn't know, becuase MCPS didn't bother to ask them.

Par for the course. Nor were teachers asked about the new curriculum. I understand compacted math may not be the perfect solution, but it’s been effective with moving students and keeping them engaged in math.

Keep in mind that there will be a brand new curriculum next school year. There will always be a learning curve when implementing anything brand new. Now imagine a class of 24+ students in an upper elementary classroom. Some of those students will be EML students with varying levels of English. There will be students with IEPs in the classroom. Accommodations must be provided by the general education teacher. Some students may have human reader and scribe accommodations. There will be students with behavioral issues that must be addressed. There will be students who are enriched outside of school and will be comfortable with the grade level material. There will be one teacher in the classroom. It is simply not possible for one teacher to meet every student where they are, providing remediation and enrichment simultaneously and seamlessly, while delivering the grade level content using a brand new curriculum.

Why do they constantly change the curriculum?

Because they refuse to admit that the curriculum is not the problem.